Writing Clinical Items for the DM in Child Health
Transcript of Writing Clinical Items for the DM in Child Health
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Writing Clinical Items for the DM in Child Health
Jerome De Lisle
School of Education
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PARTICIPANTS WILL
Develop basic competence in writing popular clinical items
Gain the capacity to make better judgments on item/assessment selection based on purpose
Gain insight and practice into item review procedures
Objectives
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9.00-9.45-Introduction to Selected Response Questions used in Medical Education
9.45-10.10-Miller’s Pyramid/The challenge of measuring clinical decision-making
---- break--- 10.20-10.45-Writing protocol for items measuring clinical
decision-making/ item shells/Item Models 10.45-11.30-Focus on producing vignettes (Writing in Pairs) --Working lunch-- 12.15-1.45-Question Review --break-- 2.00-2.30-Using item analysis and think alouds to improve
quality 2.30-3.00-item banks, item writing skill, automatic item
generation, and computer based testing
Schedule
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Guided Discussions
Readings
Group Reviews
Writing in Pairs
Peer And Group Feedback
Tutor Feedback
Approaches
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Purpose is everything
Use multiple formats to balance advantages and disadvantages
Learn how formats function using item analysis software-CTT-LERTAP, ITEMAN 4, CITAS
Choosing the right assessment/assessment format
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Miller’s Pyramid categorizes purpose
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Assessment in Graduate Medical Education-A primer for Pediatric Program Directors
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SELECTED RESPONSE ITEM/TASK- An exercise for which examinees must choose a response from an enumerated set (e.g. multiple choice or matching) rather than create their own responses or products (as in performance assessment).
CONSTRUCTED RESPONSE ITEM/TASK- An exercise for which examinees must create their own responses or products (performance assessment) rather than choose a response from an enumerated set (multiple choice).
A performance assessment is a task in which the student's active generation of a response is observable either directly or indirectly via a permanent product
Selected Response Questions?
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Understanding item structures
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SRs in the Clinical Sciences
Type Added purpose
Simple Facts
Case-based (context dependent) Applied Knowledge
Figural Simple or Case Based Authenticity/ Interpretation
EMQs Applied Knowledge
Problem Sets Applied & Integrated Knowledge
Case Clusters Applied & Integrated Knowledge
PNQ High discrimination/authentic clinical application of knowledge
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Simple
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Case-based
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Figural Questions
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EMQs
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Problem Solving Sets & Case Clusters
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Pick “N” Questions
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Getting Started
1) Getting started in item writing is always difficult. Here are some useful tips.
2) Always work in Pairs or Groups.
3) Use the samples provided to guide your writing.
4) Use any existing items you can obtain, including items in textbooks and the like.
5) Always write your topic and learning objective first.
6) Even if your question does not sound right, don’t discard it just yet. You can make it better by revising it using the item writing rules provided.
7) Always Review
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How to Write Case-based Questions
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Increasing the difficulty of a question
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Choosing Item Shells/ Cognitive Levels/Content
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Code System MCQ KFP (2 TO 4 PARTS)
GI GIT: Vomiting, Diarrhoea, Constipation, Abdominal pain, Rectal bleeding, Jaundice, Hepatitis. Nutrition: Normal Nutrition, Nutritional Problems: Failure to thrive, Severe childhood malnutrition, micronutrient deficiencies
11
3
RS Respiratory System: Cough, Cold, & Sore throat, Epiglottitis, Croup
Ear infections, Nasal Obstruction, Nose bleed, Asthma, Pneumonia, Bronchiolitis/ Immunology and Allergy: Eczema, Dermatitis, Rhinitis
11
3
NE Fetal/Neonatal: Asphyxia, Cyanosis, Respiratory Distress, Jaundice Sepsis, Pre-term 10 2 ID Infections / Immunization / HIV: Fever, Meningitis, HIV/AIDS/TB, Viral, bacterial and
parasitic infection, Syphillis, Dengue, Immunization 12
2 CN Behavior & Development: Milestones, Enuresis, Autism, ADHD Problems at School,
Sleep Disorder 5
2 CN Neurology: Cerebral Palsy, Disorders of gait, Headache, Convulsions Muscle diseases,
Hearing & Visual defects 11
2 CV C.V.S.: Congenital Heart, Heart Failure, Rhumatic Heart, Kawasaki 11 2
RN Nephrology: Haematuria, Proteinuria, Urinary infections, Swelling of face & ankle, Dysuria
11 2
HO Haem/Oncology: Anaemia, Hbopathy, Other anaemias, Bruising/purpura, Acute leukemia, Solid Tumors
7 2
EN Endocrine / Growth: Diabetes, Hypoglycemia, Hypo- & Hyper-thyroidism, Growth disorders, Growth charts; Growth Monitoring
10 2
MS Miscellaneous: Skin infections, Red eye/sticky eye, Dysmorphism, Child Abuse, Adolescent Medicine, Paediatric Orthopaedics, Community Paediatrics
7 2
MS Rheumatology: Joint pains – acute & chronic, Rheumatoid arthritis, SLE, Other Collagen Vascular Disease.
2
1
MS Basic Science, Stat, Ethics 3 0-1 MS Acutely Ill Child: Anaphylaxis, Shock, Unconscious, Poisoning Foreign body: ingestion/
inhalation, burns 7
1 TH Therapeutics 4 1 Total 122 24- 28
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Clinical Decision-Making Suggested Steps of Action for Decision Making Process
Assessment, or Gathering information Most decisions require collecting pertinent information including history taking, clinical
examination and relevant preliminary investigations
Diagnosis, or Interpreting the information Through the process of collecting information you will probably identify several
possible alternatives or differential diagnoses, thus listing all possible alternatives.
Planning, or Developing the care plan Weigh all the available evidence and select the most likely alternative, considering
treatment thresholds by assessing the risks and benefits of alternative interventions, and decide on a treatment plan
Intervention, or Implementing the care plan Implement the plan.
Evaluation, or Evaluating the care plan Evaluate whether or not the plan resulted in the desired outcome. Also look for any
new clinical development and whether other investigations are needed at this stage.
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Combination Vignette & Shells
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Writing items from textbooks
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Using item Modelling
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Question Review
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